Questionnaire Development and Validation for Adolescent Social Media Sports Content Production

Questionnaire Development and Validation for Adolescent Social Media Sports Content Production | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Questionnaire Development and Validation for Adolescent Social Media Sports Content Production Minmin Du, Xinchun Wang This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7342603/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 21 Nov, 2025 Read the published version in Scientific Reports → Version 1 posted 16 You are reading this latest preprint version Abstract Objective To develop a questionnaire on social media content production among adolescents and to test its reliability and validity. Methods An initial questionnaire was developed using interview and literature review methods. A total of 672 adolescents served as the initial test subjects, with 336 questionnaires undergoing item analysis and exploratory factor analysis, and the remaining 336 questionnaires undergoing confirmatory factor analysis. A reliability test was conducted using a retest questionnaire administered to 62 adolescent retest subjects. Results The adolescent social media sports content production questionnaire comprises two dimensions—user-generated content (UGC) and professional-generated content (PGC)—and nine items. The results of the confirmatory factor analysis indicated that the questionnaire had good fit indices (CMIN/DF = 4.352, RMSEA = 0.031, RMR = 0.024, CFI = 0.994, TLI = 0.992); The internal consistency of the total questionnaire reached 0.883, with Cronbach's Alpha coefficients for each dimension exceeding 0.7, and test-retest reliability at 0.792; validity analysis showed significant correlations between dimensions and between sub-dimensions and the total questionnaire. Conclusion The questionnaire developed in this study for assessing social media content production among adolescents demonstrates good reliability, validity, and discriminative power, and can serve as an evaluation tool for social media sports content production among adolescents. Health sciences/Health care Health sciences/Medical research Biological sciences/Psychology Social science/Psychology Adolescents Social Media Sports Content Production Questionnaire Design Figures Figure 1 1 Introduction Due to the rapid development of the internet, social media has become deeply embedded in every aspect of life, altering users' habits in how they receive information. It has become the primary online social platform and information source for the general public, particularly among teenagers.Adolescents raised in the internet age have seen their daily lives deeply integrated with new media, and their health status is significantly influenced by their online behaviour. Media has become the ‘server’ through which adolescents acquire sports knowledge and skills. Teenagers have a strong ability to embrace new things and can quickly adapt to the times. The development of social media has given teenagers more options beyond their studies. In recent years, the proportion of sports and health knowledge disseminated through social media has increased, which is more in line with the developmental patterns of teenagers and is popular among them. The sports content produced on social media can attract young people to participate in physical exercise, promote improvements in physical condition, and provide scientific and reasonable suggestions for physical exercise. However, the dissemination of social media content also has negative, pessimistic, and misleading aspects. Young people's ability to distinguish right from wrong is not yet mature, making them susceptible to external influences and prone to engaging in inappropriate behaviour, which poses a significant challenge to sports and health education for young people. Therefore, developing a questionnaire on social media sports content production is of great significance for assessing the sports and health levels of young people. Previous studies on adolescent physical health have primarily adopted macro or meso-level perspectives, focusing on conceptual frameworks, content systems, influence mechanisms, and questionnaire measurements, with an emphasis on the role of external environments in promoting adolescent physical health. For example, Janssen analysed the relationship between adolescent physical activity and fitness health and conducted a literature review on the health benefits of adolescent physical exercise [ 1 ]. Rodríguez established a health knowledge system for adolescent athletes and conducted a qualitative analysis of the health learning process among adolescent athletes [ 2 ]. Yang Yangguo constructed a multi-dimensional indicator system for promoting physical health among children and adolescents in China and used the analytic hierarchy process to measure the weights of each indicator [ 3 ]. Sun Hao employed a mixed-methods approach to reveal the mechanisms through which social media influences adolescent physical behaviour [ 4 ]. Lee developed a questionnaire on sports values for adolescents to identify and guide the value standards for sports behaviour among adolescent athletes [ 5 ]. Overall, research on youth sports health promotion in the context of social media remains limited. Further exploration is needed into how social media content production promotes youth participation in physical exercise and enhances health, and in which specific areas this occurs. One of the functions of social media content production is to promote youth sports health behaviour, but currently there is no established measurement or evaluation tool for social media sports content production. Based on this, this study focuses on adolescents and has developed the first questionnaire on social media sports content production among adolescents. This provides a valuable tool for further research on social media ‘sports content production’ among adolescents and the relationship between social media content production and the promotion of adolescent sports health. It offers substantive recommendations for promoting adolescent sports health, provides a theoretical basis for the production and improvement of social media and sports content, thereby enhancing the influence of sports health information on the sports health behaviour of adolescent groups and increasing their enthusiasm for participating in physical exercise. 2 Concept Definition and Research Procedure 2.1 Concept Definition Social media, also known as socialised media or social media, is an interactive Web 2.0 application based on the Internet. It is a relationship-based content production and interaction platform used to share views, opinions, insights and experiences. Its characteristics include a large number of users and spontaneous dissemination[ 6 ]. Content production is an Internet term that refers to the creation of content on a platform. Depending on the type of content, it can be divided into user-generated content (UGC), professionally generated content (PGC), and occupationally generated content (OGC). User-generated content (UGC) refers to content created and shared by users on the internet through collaborative and participatory modes, thereby exhibiting characteristics of participation and democratisation. Professional Content Generation (PGC) emerged earlier than UGC, with professional elites as the primary creators. The production process and content are highly specialised, characterised by strong quality control and stringent requirements for the creators' knowledge background and professional qualifications. Occupational Content Generation (OGC) involves industry professionals with specific knowledge and expertise producing content in exchange for compensation. The three content production methods are closely related yet distinctly different. Since OGC content is fee-based and difficult for adolescents to access, this study emphasises cost-effectiveness and accessibility for adolescents when using social media content production to promote adolescent physical health. Therefore, the content production methods primarily covered in this study are user-generated content (UGC) and professionally generated content (PGC). Sports content production refers to the creation of content related to sports activities, including user-generated sports content and expert-produced sports-related content. Sports content production is an internet term referring to the systematic process of transforming sports-related elements such as sports events, sports culture, and fitness knowledge into disseminable media products through symbolic encoding, media technology, and organisational practices[ 7 ]. User-generated content production emphasises non-professional creation by users, such as videos, audio, text, and images related to sports that users create and publish online; expert-generated content production highlights the knowledge output of sports professionals, such as sports science popularisation authors and government Weibo accounts. The social media sports content production referred to in this study is not the sharing of daily sports activities by ordinary users or the one-way dissemination of sports expertise by experts. It is not the traditional, generalised creation and dissemination of information, but rather specifically refers to interactive sports and health content production targeting adolescents (defined by the WHO as aged 10–19 years)[ 8 ] on social media. Its core characteristics are as follows: at the subject level, it is a collaborative production network composed of sports enthusiasts, sports medicine experts, and health management institutions; in terms of functional orientation, it involves behaviour intervention content formed through data visualisation feedback (e.g., WeChat Sports rankings), community incentives (e.g., fitness challenges), and algorithm adaptation (e.g., personalised training plans). 2.2 Research Procedure Table 1 Basic information about the interviewed experts Expert Name Professional title Unit Academic discipline 1st Expert professor Tianjin University of Physical Education Physical fitness 2nd Expert professor Wuhan Institute of Physical Education Sports Communication Studies 3rd Expert professor Guangzhou University of Physical Education Sports Communication Studies 4th Expert professor Qufu Normal University Digital Media Art 5th Expert associate professor Qufu Normal University Communication studies 6th Expert professor Qufu Normal University Sports Humanities 7th Expert professor Shandong University Internet and New Media 8th Expert associate professor Shandong University Communication studies 9th Expert associate professor Shandong University Health promotion Through preliminary literature review and reading, the questionnaire dimensions were determined based on previous relevant research. During the survey implementation phase, participants were identified for semi-structured interviews. After organising the interview results, the themes and concepts were further refined to finalise the open-ended questionnaire. The open-ended questionnaire was distributed offline, and the collected questionnaires were organised and summarised to determine the preliminary test questions. These were then submitted to professionals in communication studies and sports science for evaluation, followed by further revisions to finalise the preliminary test questionnaire, as detailed in Table 1 . The preliminary test questionnaire was distributed, and after collection, the questions were edited according to the standard procedures for questionnaire development to create the final questionnaire. 3 Methodology 3.1 Literature Review Method This paper uses keywords such as ‘social media sports content production,’ ‘social media,’ ‘social media interaction,’ and ‘sports content production’ to conduct Chinese literature searches through databases such as China National Knowledge Infrastructure (CNKI), Wanfang, and VIP; it also uses keywords such as ‘Social Media,’ ‘PGC,’ ‘UGC,’ and ‘PUGC’ to conduct literature searches through foreign databases such as PubMed, EBSCO, Elsevier, Web of Science, and PQDD. Additionally, the author utilised the school library's resources to search for and review books and other literature. By reviewing journal articles, theses, monographs, and other types of resources related to this study, we gained an understanding of the current state of research on social media content production, including the quantification of ‘content production’ and the development of relevant questionnaires. This provided insights and references for the development of the ‘Social Media Sports Content Production Questionnaire’ used in this study. 3.2 Interview Method 3.2.1 Interview Sample Fifteen participants (M = 16.04 years old, SD = 1.53 years old) who were representative of the sample were selected for interviews. Among them, there were 8 males and 7 females. 3.2.2 Semi-structured interviews Before the interview began, participants were informed of the interview duration, recording, and confidentiality matters. The interview was conducted according to the outline, lasting approximately 40 minutes, with the entire process recorded. The interview outline is provided in the appendix. A total of 15 interview subjects were selected for this interview, and the interview recordings were transcribed into text, amounting to approximately 20,000 words. Based on the interview results, it was determined that adolescents frequently use social media platforms such as QQ, WeChat, and Weibo to connect with others in their daily lives. In terms of social media content production related to sports, this can be divided into User-Generated Content (UGC) and Professional-Generated Content (PGC). In the UGC category, individuals share their exercise routines on these platforms, primarily through photos, videos, and inspirational captions. Interaction with others primarily occurs through QQ and WeChat chats, or by liking and commenting on posts in WeChat Moments. In terms of PGC, adolescents actively seek professional guidance, such as browsing videos and articles posted by sports bloggers on social media or using professional sports apps. The interview outline is shown in Table 2 . Table 2 Interview Outline Dimension Title User content production 1.Do you connect with others through social media? 2. What social media app do you use most frequently in your daily life? 3. How often do you exercise each week, and how long does each session last? Please provide a brief description. 4. After completing exercise, do you seek social support on social media? Please briefly describe. Expert content production 5. In your daily life, how do you usually collect sports-related information? 6. What is your opinion of sports bloggers or content creators on social media? Briefly explain your reasoning. 7. When you encounter bottlenecks or difficulties in your exercise routine, do you actively seek help from professionals or use professional software? 8. Have you ever paid for professional help out of your own pocket? Please briefly describe your experience. 3.3 Open-ended survey 3.3.1 Open-ended questionnaire sample A survey was conducted on students from a certain secondary school in Tai'an City, aged between 10 and 19 (M = 17.04 years, SD = 1.24 years), with a total of 150 participants, including 62 males and 88 females. 3.3.2 Open-ended questionnaire survey This open-ended questionnaire survey targeted adolescents aged 10–19 to collect more comprehensive information. The outline of the open-ended questionnaire is shown in Table 3 . A total of 150 open-ended questionnaires were distributed and collected offline. After excluding two questionnaires from respondents aged 19 or older and two incomplete questionnaires, 146 valid questionnaires remained, resulting in an effective response rate of 97.3%. According to the results of this open-ended questionnaire survey, individuals with regular exercise habits tend to share their exercise records and achievements on social media, primarily in the form of videos, images, and text, and provide timely feedback on others' exercise-related posts. They also have the habit of having regular exercise partners on social media. When encountering issues they cannot resolve on their own during exercise, they seek assistance from professionals or download specialised software. When watching professional instructional videos, individuals tend to aspire to become professional fitness bloggers or content creators, and are willing to invest their own funds to enhance their related knowledge. Table 3 Outline of the open-ended questionnaire survey Question number Title 1 Definition of social media content production 2 According to the definition, what are the most recent actions you have taken that involve social media content production? 3 After completing your workout, how do you record your exercise status? 4 Would you pay more attention to your friends who exercise regularly? Please describe briefly. 5 Do you have regular exercise buddies? Please describe briefly. 6 How do you acquire sports and health knowledge and skills through social media? 7 If prolonged exercise does not achieve the results you expected, what measures would you take? Please describe briefly. 8 Would you purchase professional services to achieve your ideal fitness results? Please briefly describe how. 3.4 Questionnaire Question Development Through interviews and open-ended questionnaire surveys, the preliminary questions for the ‘Social Media Sports Content Production Questionnaire’ were compiled. Subsequently, the questions were submitted to professionals in the fields of communication studies, psychology, and sports science for evaluation. The evaluation criteria included whether the definitions were clear; whether there were any redundant questions; whether each question was concise and accurately reflected the theoretical framework; and whether the questions aligned with the different domains and dimensions. whether the item design covered all dimensions and factor classifications[ 9 ]. Based on the feedback from experts, we carefully revised, deleted and improved the problematic items, and finally formed the first version of the questionnaire on Social Media Sports Content Production (see Table 4 ), which contains 12 items. The questionnaire used a 5-point Likert scale (1 = completely disagree, 5 = completely agree), and all items were positive scoring, and no reverse scoring items were set to reduce the comprehension difficulty of the subjects and simplified the scoring process. Table 4 Questionnaire on Social Media Sports Content Production (Preliminary Version) Dimension Question User content production 1. I often share my exercise records and achievements (audio, video, pictures, text, etc.) on social media. 2. I have a regular sports team or partner on social media. 3. I often discuss sports-related issues with others on social media. 4. I often like or comment on my friends' shared exercise records and achievements. 5. I will frequently repost information related to sports. Expert content production 6. I often receive professional sports advice and feedback on social media. 7. I will consult with friends who have many years of experience in sports. 8. I really want to become a professional athlete. 9. I would purchase professional services to achieve certain exercise results. 10. I often exercise based on fitness advice provided on social media. 11. I will use professional fitness apps to exercise. 12. I follow some regular sports bloggers and content creators. Table 5 Social Media Sports Content Production Questionnaire (Final Version) Dimension Question User content production 1. I often share my exercise records and achievements (audio, video, pictures, text, etc.) on social media. 2. I have a regular sports team or partner on social media. 3. I often discuss sports-related issues with others on social media. 4. I often like or comment on my friends' shared exercise records and achievements. 5. I will frequently repost information related to sports. Expert content production 6. I often receive professional sports advice and feedback on social media. 7. I often exercise based on fitness advice provided on social media. 8. I will use professional fitness apps to exercise. 9. I follow some regular sports bloggers and content creators. A questionnaire titled ‘Social Media Sports Content Production Questionnaire’ (this is the preliminary version) was distributed to 700 students from a certain middle school in Tai'an City. The participants were aged between 10 and 19 years old (M = 16.58 years, SD = 1.4 years), with 364 males and 336 females. A total of 680 questionnaires were returned. After handling missing values and outliers, 672 valid questionnaires were obtained, with a valid response rate of 96%. Following item analysis and exploratory factor analysis, the remaining items underwent confirmatory factor analysis and reliability and validity testing. Through the questionnaire compilation process described above, questions were modified and added or deleted based on feedback, ultimately forming the ‘Social Media Sports Content Production Questionnaire’ (see Table 5 ) targeting adolescents, consisting of nine questions and two dimensions. The research was reviewed and approved by Qufu Normal University,Jining,China,which confirmed that all procedures followed relevant ethical and regulatory guidelines.Written informed consent to participate in the study was obtained from all participants. 4 Results 4.1 Project Analysis The 672 valid questionnaires were randomly divided into two parts, 336 questionnaires were used for exploratory factor analysis and 336 questionnaires were used for validation factor analysis. The results of the exploratory factor analysis showed that Item 7 did not reach statistical significance between the low-score group and the high-score group (t = 2.15, p = 0.24). Therefore, Items 7 and 9 were removed. All remaining items (10 questions) demonstrated statistically significant differences between the low-score group and the high-score group (p < 0.01). The correlations between each item and the total score were calculated, and Item 8, which had a low total correlation (r < 0.3), was removed [10] . The final 336 questionnaires were used to conduct confirmatory factor analysis on the items obtained from the last exploratory factor analysis (9 items) to observe the model fit. 4.2 Exploratory factor analysis To optimise the measurement items for the variables, exploratory factor analysis was conducted on the nine items in the preliminary version of the Social Media Sports Content Production Questionnaire. Table 6 KMO and Bartlett's test KMO 0.906 Bartlett's sphericity test Approximate chi-square 15275.026 df 36 p .0001 First, Bartlett's sphericity test and KMO test values were used to determine the suitability of the data for factor analysis. The results showed that KMO = 0.906, which is greater than 0.7, and Bartlett's sphericity test value was significant (p < 0.001), indicating that the questionnaire data was suitable for factor analysis (see Table 6 ). Secondly, principal component analysis was used for factor extraction, with common factors extracted based on eigenvalues greater than 1. Factor rotation was performed using oblique rotation with maximum variance for factor analysis, yielding the initial factor loading matrix (see Table 7 ). Inappropriate items were deleted based on the following four criteria: (1) items with factor loadings close to those of two or more common factors were deleted; (2) items with only one item under a common factor were deleted; (3) Items with the maximum loading on a common factor less than 0.3 should be deleted; (4) Items with factor loadings less than 0.4 should be deleted. Table 7 Exploratory factor analysis factor loadings Ingredients User-generated content by young people Expert content production UGC1 0.828 0.226 UGC2 0.814 0.155 UGC4 0.794 0.235 UGC3 0.774 0.231 UGC5 0.730 0.251 PGC1 0.206 0.823 PGC4 0.233 0.815 PGC2 0.241 0.805 PGC3 0.210 0.782 Eigenvalue 3.311 2.848 Variance percentage 36.791 31.642 Cumulative % 36.791 68.433 Finally, based on the above criteria, exploratory factor analysis[ 11 ] was conducted after each deletion, resulting in the removal of item 11, leaving a total of 9 items. Principal component analysis was performed on the remaining 9 items, identifying two common factors with eigenvalues greater than 1: UGC (items 1, 3, 5, 9, and 12) and PGC (items 2, 4, 6, and 10). The total explanatory power of the two common factors reached 68.433%, exceeding 50%, indicating that the two selected factors have good representativeness. The factor loadings are shown in the table below. The factor loadings for all measurement items are greater than 0.5, and the cross-loadings are all less than 0.4. Each item falls into the corresponding factor, indicating that the scale has good structural validity. 4.3 Confirmatory factor analysis In order to further verify the fit between the actual model obtained and the conceptual model, a confirmatory factor analysis was conducted on the items obtained from the final exploratory factor analysis (9 items). The model fit was good. Details are shown in Table 8 and Fig. 1 . Table 8 Fit of the confirmatory factor model Model fitting indicators Optimal standard value Statistical value Fit CMIN —— 113.141 —— DF —— 26 —— CMIN/DF < 5 4.352 Good RMR 0.9 0.993 Good AGFI > 0.9 0.988 Good NFI > 0.9 0.993 Good IFI > 0.9 0.994 Good TLI > 0.9 0.992 Good CFI > 0.9 0.994 Good RMSEA < 0.08 0.031 Good As shown in Table 8 , CMIN/DF is 4.352, which is less than the standard of 5. AGFI, GFI, NFI, TLI, IFI, and CFI all meet the standard of 0.9 or above. RMR is 0.024, which is less than 0.08, and RMSEA is 0.031, which is less than 0.08. All fit indices meet general research standards, so it can be concluded that this model has good fit. 4.4 Reliability Analysis 4.4.1 Internal Consistency Reliability Table 9 Internal consistency reliability analysis of social media sports content production Variable Title CITC Cronbach's Alpha Cronbach's Alpha User-generated content by young people UGC1 0.760 0.837 0.876 UGC2 0.709 0.849 UGC3 0.693 0.853 UGC4 0.719 0.847 UGC5 0.652 0.862 Expert content production PGC1 0.713 0.812 0.854 PGC2 0.707 0.810 PGC3 0.665 0.828 PGC4 0.714 0.806 As shown in Table 9 , the Cronbach's Alpha coefficients for all variables exceed the standard of 0.7, indicating that the variables have good internal consistency reliability. The CITC values all exceed the standard of 0.5, indicating that the measurement items meet the research requirements. From the ‘Cronbach's Alpha value after deleting the item,’ it can be seen that deleting any item will not cause an increase in the Cronbach's Alpha value, which also indicates that the variables have good reliability. 4.4.2 Retest reliability Table 10 Retest reliability test Internal consistency reliability N = 336 0.883 Retest reliability N = 62 0.792 Based on the principle of voluntariness, 65 participants in the initial sample were retested three weeks later to verify the reliability of the retest, ultimately yielding 62 valid questionnaires. A normality test was conducted on the retest data, with p > 0.05, indicating a normal distribution. The results of the retest reliability analysis showed a high degree of correlation between the two retest total scores (r = 0.792). For details, see Table 10 . 4.5 Validity Analysis 4.5.1 Content Validity The preliminary research was conducted in a thorough manner, involving a review and summary of relevant literature, semi-structured interviews, open-ended questionnaire surveys, and group discussions. The preliminary questionnaire items were submitted to experts for evaluation, and inappropriate items were removed to ensure that the questionnaire better reflected the social media content production status of adolescents, had good representativeness, and high content validity. 4.5.2 Structural validity Table 11 Structural Validity Analysis UGC PGC Total score UGC 1 PGC 0.514** 1 Total score 0.861** 0.879** 1 Note: *p < 0.05, **p < 0.01, ***p < 0.001, the same below. By calculating the total score of the Social Media Sports Content Production Questionnaire and the correlations between the total score and each dimension, as well as the correlations between the dimensions themselves, the structural validity analysis results showed that the correlations between the dimensions (r = 0.514) were smaller than the correlations between the dimensions and the total score (r = 0.861, r = 0.879), indicating that the questionnaire has good structural validity. For details, see Table 11 . 4.5.3 Convergent validity Table 12 Results of confirmatory factor analysis of social media sports content production Variable Question Factor loading CR AVE Social media content production User-generated content by young people 0.721 0.743 0.592 Expert or professional content production 0.815 User-generated content by young people UGC1 0.829 0.878 0.590 UGC2 0.760 UGC3 0.753 UGC4 0.786 UGC5 0.707 Expert or professional content production PGC1 0.790 0.857 0.601 PGC2 0.782 PGC3 0.729 PGC4 0.798 As shown in Table 12 , the standardised factor loadings of all measurement indicators are greater than 0.6, the composite reliability (CR) is greater than 0.7, and the average variance extracted (AVE) is greater than 0.5, indicating that all variables have good convergent validity. 5 Discussion 5.1 Characteristics of the adolescent population Adolescence is a critical stage of human development. As a unique group, adolescents are still in the process of developing their physical functions and cognitive patterns, and have not yet established stable self-management mechanisms, particularly in terms of physical exercise. Many adolescents exhibit weak motivation for independent participation and insufficient ability to plan their exercise routines[ 12 ]. If we can guide them to establish systematic exercise routines through social media and other methods that interest them during this stage, it will not only help them build strong bodies, but also cultivate lifelong health management skills, laying a solid foundation for their future development. Currently, the physical health of Chinese adolescents is not optimistic, with overall physical fitness being poor[ 13 ]. Behavioural and lifestyle factors, as well as reduced physical activity, are direct causes[ 14 ].However, adolescents have a preference for new things and strong adaptability[ 15 ], which presents an opportunity for high-quality social media content to effectively intervene in adolescent sports health. Through user-generated and expert-generated sports content on social media, we can strengthen adolescents' intrinsic motivation to participate in physical exercise and provide guidance for scientific exercise. 5.2 Development of a Questionnaire on Adolescent Social Media Sports Content Production 5.2.1 Intersection and Integration: The Theoretical Foundation of the ‘Social Media Sports Content Production Questionnaire’ The social media sports content production questionnaire developed in this study is primarily based on two layers of research findings. First, through research methods such as literature review, interviews, and open-ended surveys, the content structure of social media sports content production among adolescents was explored. Second, relevant research findings from the fields of social media and adolescent physical exercise were referenced. Self-presentation theory posits[ 16 ]that individuals consciously manage their self-image in social environments to shape or maintain their identity. Personal perceptions of oneself often stem from others' evaluations and one's own perception of those evaluations. As social beings, positive self-presentation and self-image shaping can help individuals gain social capital within a group, a phenomenon particularly evident in sports, especially team and mass participation sports that take place within a crowd. The Uses and Gratifications Theory posits[ 17 ] that adolescents select appropriate media based on their own goals and needs, which may include social interaction or information acquisition. Wang Luowei combined the satisfaction theory to analyse the distinct characteristics of adolescents engaged in different types of exercise regarding their social media usage habits, needs, and satisfaction levels. The study found that adolescents engaged in active exercise use video-based social media to acquire sports skills, with their satisfaction stemming from the enhancement of these skills. In contrast, adolescents engaged in passive exercise derive satisfaction from social media content that entertains them during their leisure time [ 18 ]. Social cognitive theory posits[ 19 ] that individual behaviour is determined by their cognitive processing of social contexts and information. Perceptions, understandings, and interpretations of objectively existing phenomena influence behavioural responses. Fiedler's research found that higher athletic performance levels among adolescent athletes are associated with increased social comparison when using social media[ 20 ], meaning that adolescents develop a comparative mindset toward user-generated sports media content, which increases their motivation to engage in physical exercise and improve their athletic skills, thereby enhancing their athletic performance levels. Social media has a democratic nature and also serves as a platform for adolescents to make friends and express themselves[ 21 ]. Content production emphasises bottom-up influences on adolescents' sports cognition and emotions[ 22 ], which helps them actively participate in sports and develop healthy self-management habits. Additionally, online social network interventions can facilitate effective behavioural change. Health education centred on WeChat can help promote the development of physical exercise habits among university students and has positive application value for improving self-body image[ 23 ]. Studies on using mobile internet to intervene in the sedentary lifestyles of students have also shown that social support provided by peers in online networks and real-time feedback on exercise physiological data significantly improve physical activity levels[ 24 ]. Mobile client service programmes (APPs) that allow friends to share fitness data can promote the maintenance of fitness and healthy behaviours; customised exercise prescriptions from the internet, combined with goal monitoring and feedback, can enhance the positive intervention effects on physical activity levels[ 25 ]. These theories and research findings have gradually become reference criteria for the production of sports-related content on social media among adolescents. The cross-disciplinary nature of the content structure identified in this study is evident across different disciplines and methodologies, while its integrative nature is reflected in the commonalities observed in theories pertaining to the primary characteristics of adolescent groups or social media content production. Overall, the study encompasses nearly all aspects of the characteristics of social media sports content production. As such, the questionnaire developed in this study for adolescent social media sports content production is supported by a solid theoretical foundation. 5.2.2 Starting Point and Application: The Practical Significance of the ‘Social Media Sports Content Production Questionnaire’ Based on the definition of content production and self-presentation theory, combined with local cultural characteristics, a two-dimensional content production framework was systematically and organically integrated to design a questionnaire suitable for studying social media sports content production among Chinese adolescents. This approach addresses the previous practice of directly transplanting foreign scales or cross-contextual measurement tools, overcoming issues related to the validity of empirical data caused by cultural background differences and contextual specificity. It also avoids the use of measurement tools from non-sports contexts, thereby mitigating measurement validity biases resulting from differences in research domain characteristics. The research results indicate that the ‘Social Media Sports Content Production Questionnaire’ developed in this study has satisfactory reliability and validity, effectively assessing the status of social media sports content production among Chinese adolescents, and demonstrating good measurement characteristics. Future research can utilise this questionnaire to explore the factors influencing Chinese adolescents' participation in physical exercise in social media contexts, as well as the relationship between adolescents' psychological needs, behavioural motivations, and cognitive processes. This will enable an exploration from a psychological perspective of how to effectively promote the healthy physical and mental development of adolescents, providing psychological support for the cultivation of physical exercise behaviour. Additionally, this study takes a exploratory approach, starting with the promotion of physical health among adolescents, and aims to produce a comprehensive, scientific, and high-quality collection of sports and health content. The resulting assessment tool for the production of sports content on social media for adolescents reflects the current societal demands for the physical and mental health development of adolescents in the new era, while closely aligning with current developmental realities. It effectively balances the scientific rigor and practicality of the research, thereby enhancing the effectiveness and targeting of adolescent participation in physical exercise. Therefore, this measurement tool, which starts from ‘adolescents’ and focuses on ‘content production,’ holds significant practical significance. 5.2.3 Limitations and Prospects: A Review of the Value of Research on Social Media Sports Content Production Among Adolescents The promotion of adolescent sports and health has been influenced by different socio-economic and cultural factors at different historical periods, necessitating the resolution of distinct issues. In the future, with the rapid development of science and technology, the promotion of adolescent sports and health presents both challenges and opportunities. Social media content production can contribute to this effort, but the following points should be noted: Ensuring the quality of both user-generated content and expert-generated content is a prerequisite. Both types of content play important roles in promoting adolescent sports health. User-generated content primarily influences adolescents' sports-related emotions, while expert-generated content primarily influences their sports-related cognition. Sports cognition and sports-related emotions collectively promote sports behaviour. Due to the autonomy, freedom, and openness of content production, its quality varies greatly. Therefore, measures must be taken to ensure the quality of content production when using social media content production to promote adolescent sports health. Enhancing adolescents' digital literacy is the core focus. As ‘digital natives,’ adolescents have grown accustomed to using the internet to solve problems in their daily lives and studies. Social media content production, as a tool to promote adolescents' sports health, is neutral in itself; whether it achieves its purpose depends on the users. In the process of using social media content production to promote adolescents' sports health, adolescents are the main actors and users of the ‘social media content production’ tool. Therefore, improving adolescents' digital literacy is the core of using social media content production to promote adolescents' sports health. Ensuring the effective functioning of regulatory mechanisms across all sectors is a fundamental prerequisite. The Chinese government has long been engaged in exploring and striving to improve its governance of online content and the construction of an integrated governance system. To create a clean and healthy online environment, the policies and decisions of the Party and government serve as the cornerstone and guarantee for specific governance initiatives, representing the overarching design of the integrated online governance system. Therefore, the Party and government must enhance the modernisation of their online governance capabilities to ensure the orderly and efficient operation of the online governance system. Families, schools, businesses, and society must also take measures to leverage supervisory and regulatory functions. On one hand, they should oversee social media platforms to ensure the provision of high-quality content. On the other hand, they should monitor teenagers' reasonable, proper, and appropriate use of the internet to effectively reduce the harm caused by the internet to teenagers. This study focuses on the development of a questionnaire on social media sports content production among adolescents. Due to limitations in research capabilities and conditions, the study has certain shortcomings, and its findings are subject to limitations. Future research should expand the sample scope to other regions and groups nationwide and globally to enhance the validity of the questionnaire in other samples. 6 Conclusions The ‘Social Media Sports Content Production Questionnaire’ consists of two dimensions: user-generated content production and expert-generated content production. User-generated content production includes activities such as sharing, interacting, liking, reposting, and commenting, while expert-generated content production includes activities such as accessing professional information, providing professional feedback, and offering professional fitness advice. The questionnaire comprises a total of 9 questions, with 5 questions related to user-generated content production and 4 questions related to expert-generated content production. The questionnaire underwent exploratory factor analysis and confirmatory factor analysis, providing good internal consistency reliability, test-retest reliability, content validity, structural validity, and convergent validity in terms of data quantification. The research results show that the questionnaire has good reliability and validity and is a reliable and effective measurement tool that can be used to measure social media sports content production among adolescents. Declarations Ethics approval and consent to participate The research proposal has been approved by the Qufu Normal University.We confirmed that all experiments and methods were carried out in accordance with relevant guidelines and regulations.Prior to giving their written informed consent,all respondents were informed about the aims of the study and its anonymous and voluntary nature. Competing interests All authors declare that they have no conflict of interests. Funding The authors received no funding for this work. Author Contribution Conceptualization, Minmin Du and Xinchun Wang; Data curation, Minmin Du; Formal analysis, Minmin Du and Xinchun Wang; Methodology, Xinchun Wang; Project administration, Minmin Du; Software, Minmin Du; Supervision, Xinchun Wang; Validation, Xinchun Wang; Visualization, Xinchun Wang; Writing – original draft, Minmin Du; Writing–review & editing, Xinchun Wang. Data Availability The datasets used and/or analysed during the current study available from the corresponding author on reasonable request. References Janssen, I. & Leblanc, A. G. Systemic review of the health benefits of physical activity and fitness in school-aged children and youth. Int. J. Behav. Nutr. Phys. Activity . 7 , 40. 10.1186/1479-5868-7-40 (2010). Rodríguez-Serrano, Laura, I. et al. Young athletes' health knowledge system: Qualitative analysis of health learning processes in adolescent sportspersons. Scandinavian J. Med. ence Sports . 28 , 1272–1280. 10.1111/sms.13020 (2017). Yang Yanguo, W., Xiaozan, K. & Lin Construction of a Multi-dimensional Integrated Indicator System for Promoting Physical Health Among Children and Adolescents in China. J. Xi'an Sports Univ. 39 , 373–384. 10.16063/j.cnki.issn1001-747x.2022.03.015 (2022). Hao, S. et al. The Mechanism of Social Media's Influence on Adolescents' Physical Activity Behaviour: A Mixed-Methods Study. J. Chengdu Univ. Phys. Educ. 50 , 109–120. 10.15942/j.jcsu.2024.05.013 (2024). Lee,Martin, J. et al. The Measurement of Values in Youth Sport: Development of the Youth Sport Values Questionnaire. Journal Sport & Exerc. Psychology , (2000). Kaplan, A. & Haenlein, M. Users of the World, Unite! The Challenges and Opportunities of Social Media. Bus. Horiz. 53 , 59–68 (2010). Li, X. L., Johnston, K. A. & Feng, J. Virtual community engagement: Engaging virtual communities for nation branding through sports. Public. Relations Rev. 50 , 13. 10.1016/j.pubrev.2024.102440 (2024). Xie Xinnan, Z. et al. Network analysis of adolescent depressive disorders and multiple psychological and behavioural problems. J. Shandong Univ. (Medical Edition) . 62 , 49–58 (2024). Wang Fuyun, L., Zhiqiang, Q. & Qiwén Development of a self-reflection questionnaire for Chinese adults. Chin. J. Clin. Psychol. 28 , 465–470. 10.16128/j.cnki.1005-3611.2020.03.007 (2020). Han Yang, Y. et al. Preliminary Development of a Positive Mental Health Scale for Secondary School Students. J. Peking Univ. (Natural Sci. Edition) . 61 , 166–172. 10.13209/j.0479-8023.2024.078 (2025). Shenli, P. Validity and reliability testing of the Chinese version of the Adolescent Mental Health Literacy Scale among secondary school students. Chin. J. Clin. Psychol. 32 , 865–869. 10.16128/j.cnki.1005-3611.2024.04.026 (2024). Wang Jingxian, Y. Development of the Adolescent Physical Fitness Exercise Basic Psychological Needs Satisfaction Scale and Norms. J. Xi'an Sports Univ. 36 , 333–341. 10.16063/j.cnki.issn1001-747x.2019.03.013 (2019). Li Yanlong, C. F. The Actual Dilemma and Ideal Pathway for Retired Athletes Transitioning to School Coaches from the Perspective of Field Theory. J. Guangzhou Inst. Phys. Educ. 44 , 9–16. 10.13830/j.cnki.cn44-1129/g8.2024.05.002 (2024). Chen, J. et al. The Correlation Between Physical Fitness Index and Psychological Sub-Health Among Chinese Adolescents. Chin. School Health . 42 , 18–22. 10.16835/j.cnki.1000-9817.2021.01.005 (2021). Zhang Mingxin, W. & Qiaoyun Active Seeking or Accidental Exposure: The Impact of Social Media Use on Adolescents' Offline and Online Political Participation. Mod. Communication (Journal Communication Univ. China) . 46 , 74–83. 10.19997/j.cnki.xdcb.2024.01.013 (2024). Dismuke, A. N. & Pond, R. S. Increasing efficacy to reduce state anxiety: An application of the self-presentation theory of social anxiety. J. Social Clin. Psychol. 43 , 445. 10.1521/jscp.2024.43.5.445 (2024). Li Xueqing, F. Staying Connected’: The Impact of Social Expectations on Young People's Smartphone Addiction. J. Shanghai Jiao Tong Univ. (Philosophy Social Sci. Edition) . 33 , 113–127. 10.13806/j.cnki.issn1008-7095.2025.02.009 (2025). Wang Luowei. A Qualitative Study on the Factors Influencing Adolescents' Exercise Behaviour in the Context of Social Media [D].(Doctoral dissertation, Shenyang Institute of Physical Education). (2023). Chen Geng, W. H. The Generative Mechanism and Meaning Construction of Environmental Drama Immersive Experiences: A Case Study of the Yue Opera ‘The New Dragon Inn’. J. Cent. South. Univ. Nationalities (Humanities Social Sci. Edition) . 45 , 1–13. 10.19898/j.cnki.42-1704/C.20250410.01 (2025). Fiedler, R. et al. Digital media and mental health in adolescent athletes. Psychol. Sport Exerc. 67 , 10. 10.1016/j.psychsport.2023.102421 (2023). Kowalkowski, H. P. & Smith, A. D. R. Belonging and Social Media: Latinx Teenagers' Experiences in a YPAR Study. Social Media Soc. 11 , 1. 10.1177/20563051251319577 (2025). Ariel, Y. & Avidar Ruth. Information, Interactivity, and Social Media. Atl. J. Communication . 23 , 19–30. 10.1080/15456870.2015.972404 (2015). Guo Lingyun, W. Evaluation of the Effectiveness of Diversified Health Education in Promoting Physical Exercise Behaviour Among University Students. Chin. School Health . 42 , 50–53. 10.16835/j.cnki.1000-9817.2021.01.012 (2021). Ni Fangyu, Y. & Cuiyu, Y. M. Mechanisms and Pathways for Sports Informatisation to Support Rural Sports Development. Sports Cult. Guide . 11 , 34–40 (2021). Yang, M. & Meng, D. The Application of Multimedia Network Teaching Based on Big Data in Physical Education Teaching in Colleges and Universities. Appl. Math. Nonlinear Sci. 9 , 1. 10.2478/amns-2024-1652 (2024). Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 21 Nov, 2025 Read the published version in Scientific Reports → Version 1 posted Editorial decision: Revision requested 13 Nov, 2025 Reviews received at journal 09 Nov, 2025 Reviewers agreed at journal 03 Nov, 2025 Reviewers agreed at journal 01 Nov, 2025 Reviewers agreed at journal 31 Oct, 2025 Reviewers agreed at journal 22 Sep, 2025 Reviewers agreed at journal 21 Sep, 2025 Reviews received at journal 19 Sep, 2025 Reviewers agreed at journal 19 Sep, 2025 Reviewers agreed at journal 18 Sep, 2025 Reviewers agreed at journal 17 Sep, 2025 Reviewers invited by journal 16 Sep, 2025 Editor assigned by journal 08 Sep, 2025 Editor invited by journal 29 Aug, 2025 Submission checks completed at journal 21 Aug, 2025 First submitted to journal 21 Aug, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7342603","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":519557304,"identity":"77184845-df1b-4c0d-af76-2a8f0f0ba042","order_by":0,"name":"Minmin Du","email":"","orcid":"","institution":"Qufu Normal University","correspondingAuthor":false,"prefix":"","firstName":"Minmin","middleName":"","lastName":"Du","suffix":""},{"id":519557308,"identity":"a947a0be-74fb-4397-aa18-462fa4c345ba","order_by":1,"name":"Xinchun Wang","email":"data:image/png;base64,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","orcid":"","institution":"East China Normal University","correspondingAuthor":true,"prefix":"","firstName":"Xinchun","middleName":"","lastName":"Wang","suffix":""}],"badges":[],"createdAt":"2025-08-11 05:38:26","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7342603/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7342603/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1038/s41598-025-29737-1","type":"published","date":"2025-11-21T15:56:58+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":92166057,"identity":"3113df0d-04d5-4fba-8c52-169bdd98a53e","added_by":"auto","created_at":"2025-09-25 11:04:29","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":105605,"visible":true,"origin":"","legend":"","description":"","filename":"2QuestionnaireDevelopmentandValidationforAdolescentSocialMediaSportsContentProduction.docx","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/a7a5b3beeb89f05a5389effe.docx"},{"id":92167108,"identity":"ad1d289c-d943-4013-8f1a-1afe246c6533","added_by":"auto","created_at":"2025-09-25 11:12:29","extension":"jpg","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":46498,"visible":true,"origin":"","legend":"","description":"","filename":"Figure1.Analysismodelofsocialmediacontentproductionfactors.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/7f538798164d772ddcb539fb.jpg"},{"id":92166059,"identity":"14eb5123-e7d4-42d9-a84a-5aa7044ffae1","added_by":"auto","created_at":"2025-09-25 11:04:29","extension":"json","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":4445,"visible":true,"origin":"","legend":"","description":"","filename":"8d4ae2fff02644a7991f2dfa3400468f.json","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/df4971d56faee9df7d5ae84d.json"},{"id":92166065,"identity":"bbb1ea2f-346f-48ad-9035-2d43dbcf0718","added_by":"auto","created_at":"2025-09-25 11:04:29","extension":"xml","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":116066,"visible":true,"origin":"","legend":"","description":"","filename":"8d4ae2fff02644a7991f2dfa3400468f1enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/ece34658f4753ab45a2a2a08.xml"},{"id":92167109,"identity":"70dddb36-19cd-4cf5-a867-db6941365553","added_by":"auto","created_at":"2025-09-25 11:12:29","extension":"jpg","order_by":5,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":46498,"visible":true,"origin":"","legend":"","description":"","filename":"Figure1.Analysismodelofsocialmediacontentproductionfactors.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/f309ac046b2ff7fa11accf59.jpg"},{"id":92167611,"identity":"968e6546-23a5-4a34-97af-aa164b876b49","added_by":"auto","created_at":"2025-09-25 11:20:29","extension":"jpeg","order_by":6,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":38139,"visible":true,"origin":"","legend":"","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/1848aee413364697bc32b422.jpeg"},{"id":92166061,"identity":"e6ce0411-48af-4b42-b4dd-8024f08b8bc3","added_by":"auto","created_at":"2025-09-25 11:04:29","extension":"png","order_by":7,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":30659,"visible":true,"origin":"","legend":"","description":"","filename":"OnlineFigure1.Analysismodelofsocialmediacontentproductionfactors.png","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/e7d277241e420a15044e1958.png"},{"id":92166064,"identity":"c7b989a7-aa6a-4c46-a387-197fb88aadc1","added_by":"auto","created_at":"2025-09-25 11:04:29","extension":"png","order_by":8,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":97818,"visible":true,"origin":"","legend":"","description":"","filename":"Onlinefloatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/7d7f159aa4cd3b42dc85ceff.png"},{"id":92166067,"identity":"53333059-aae1-4dbb-8dca-1d19a5f07c43","added_by":"auto","created_at":"2025-09-25 11:04:30","extension":"xml","order_by":9,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":114324,"visible":true,"origin":"","legend":"","description":"","filename":"8d4ae2fff02644a7991f2dfa3400468f1structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/eea691b45d8084e06ce41806.xml"},{"id":92166066,"identity":"c1cb8ec7-094a-4887-bcd4-454ab61e2585","added_by":"auto","created_at":"2025-09-25 11:04:29","extension":"html","order_by":10,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":123554,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/c7bb2ff8e13ecb8818fc6436.html"},{"id":92167107,"identity":"fecef0c0-22c2-4af8-8dec-27085d4ae765","added_by":"auto","created_at":"2025-09-25 11:12:29","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":46498,"visible":true,"origin":"","legend":"\u003cp\u003eAnalysis model of social media content production factors\u003c/p\u003e","description":"","filename":"Figure1.Analysismodelofsocialmediacontentproductionfactors.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/958835b53405bad9f2505e91.jpg"},{"id":96650023,"identity":"5874bfa3-37ef-4535-ba50-c888eb4c3aca","added_by":"auto","created_at":"2025-11-24 16:05:21","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1330845,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7342603/v1/39d0f002-af06-4ab1-80d2-918fbbdc135e.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Questionnaire Development and Validation for Adolescent Social Media Sports Content Production","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eDue to the rapid development of the internet, social media has become deeply embedded in every aspect of life, altering users' habits in how they receive information. It has become the primary online social platform and information source for the general public, particularly among teenagers.Adolescents raised in the internet age have seen their daily lives deeply integrated with new media, and their health status is significantly influenced by their online behaviour. Media has become the \u0026lsquo;server\u0026rsquo; through which adolescents acquire sports knowledge and skills.\u003c/p\u003e\u003cp\u003eTeenagers have a strong ability to embrace new things and can quickly adapt to the times. The development of social media has given teenagers more options beyond their studies. In recent years, the proportion of sports and health knowledge disseminated through social media has increased, which is more in line with the developmental patterns of teenagers and is popular among them. The sports content produced on social media can attract young people to participate in physical exercise, promote improvements in physical condition, and provide scientific and reasonable suggestions for physical exercise. However, the dissemination of social media content also has negative, pessimistic, and misleading aspects. Young people's ability to distinguish right from wrong is not yet mature, making them susceptible to external influences and prone to engaging in inappropriate behaviour, which poses a significant challenge to sports and health education for young people. Therefore, developing a questionnaire on social media sports content production is of great significance for assessing the sports and health levels of young people.\u003c/p\u003e\u003cp\u003ePrevious studies on adolescent physical health have primarily adopted macro or meso-level perspectives, focusing on conceptual frameworks, content systems, influence mechanisms, and questionnaire measurements, with an emphasis on the role of external environments in promoting adolescent physical health. For example, Janssen analysed the relationship between adolescent physical activity and fitness health and conducted a literature review on the health benefits of adolescent physical exercise [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Rodr\u0026iacute;guez established a health knowledge system for adolescent athletes and conducted a qualitative analysis of the health learning process among adolescent athletes [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Yang Yangguo constructed a multi-dimensional indicator system for promoting physical health among children and adolescents in China and used the analytic hierarchy process to measure the weights of each indicator [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Sun Hao employed a mixed-methods approach to reveal the mechanisms through which social media influences adolescent physical behaviour [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Lee developed a questionnaire on sports values for adolescents to identify and guide the value standards for sports behaviour among adolescent athletes [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Overall, research on youth sports health promotion in the context of social media remains limited. Further exploration is needed into how social media content production promotes youth participation in physical exercise and enhances health, and in which specific areas this occurs. One of the functions of social media content production is to promote youth sports health behaviour, but currently there is no established measurement or evaluation tool for social media sports content production.\u003c/p\u003e\u003cp\u003eBased on this, this study focuses on adolescents and has developed the first questionnaire on social media sports content production among adolescents. This provides a valuable tool for further research on social media \u0026lsquo;sports content production\u0026rsquo; among adolescents and the relationship between social media content production and the promotion of adolescent sports health. It offers substantive recommendations for promoting adolescent sports health, provides a theoretical basis for the production and improvement of social media and sports content, thereby enhancing the influence of sports health information on the sports health behaviour of adolescent groups and increasing their enthusiasm for participating in physical exercise.\u003c/p\u003e"},{"header":"2 Concept Definition and Research Procedure","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Concept Definition\u003c/h2\u003e\u003cp\u003eSocial media, also known as socialised media or social media, is an interactive Web 2.0 application based on the Internet. It is a relationship-based content production and interaction platform used to share views, opinions, insights and experiences. Its characteristics include a large number of users and spontaneous dissemination[\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eContent production is an Internet term that refers to the creation of content on a platform. Depending on the type of content, it can be divided into user-generated content (UGC), professionally generated content (PGC), and occupationally generated content (OGC).\u003c/p\u003e\u003cp\u003eUser-generated content (UGC) refers to content created and shared by users on the internet through collaborative and participatory modes, thereby exhibiting characteristics of participation and democratisation. Professional Content Generation (PGC) emerged earlier than UGC, with professional elites as the primary creators. The production process and content are highly specialised, characterised by strong quality control and stringent requirements for the creators' knowledge background and professional qualifications. Occupational Content Generation (OGC) involves industry professionals with specific knowledge and expertise producing content in exchange for compensation.\u003c/p\u003e\u003cp\u003eThe three content production methods are closely related yet distinctly different. Since OGC content is fee-based and difficult for adolescents to access, this study emphasises cost-effectiveness and accessibility for adolescents when using social media content production to promote adolescent physical health. Therefore, the content production methods primarily covered in this study are user-generated content (UGC) and professionally generated content (PGC).\u003c/p\u003e\u003cp\u003eSports content production refers to the creation of content related to sports activities, including user-generated sports content and expert-produced sports-related content. Sports content production is an internet term referring to the systematic process of transforming sports-related elements such as sports events, sports culture, and fitness knowledge into disseminable media products through symbolic encoding, media technology, and organisational practices[\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. User-generated content production emphasises non-professional creation by users, such as videos, audio, text, and images related to sports that users create and publish online; expert-generated content production highlights the knowledge output of sports professionals, such as sports science popularisation authors and government Weibo accounts.\u003c/p\u003e\u003cp\u003eThe social media sports content production referred to in this study is not the sharing of daily sports activities by ordinary users or the one-way dissemination of sports expertise by experts. It is not the traditional, generalised creation and dissemination of information, but rather specifically refers to interactive sports and health content production targeting adolescents (defined by the WHO as aged 10\u0026ndash;19 years)[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e] on social media. Its core characteristics are as follows: at the subject level, it is a collaborative production network composed of sports enthusiasts, sports medicine experts, and health management institutions; in terms of functional orientation, it involves behaviour intervention content formed through data visualisation feedback (e.g., WeChat Sports rankings), community incentives (e.g., fitness challenges), and algorithm adaptation (e.g., personalised training plans).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Research Procedure\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eBasic information about the interviewed experts\u003c/span\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eExpert Name\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eProfessional title\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eUnit\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAcademic discipline\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1st Expert\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eprofessor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTianjin University of Physical Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003ePhysical fitness\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2nd Expert\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eprofessor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eWuhan Institute of Physical Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSports Communication Studies\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3rd Expert\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eprofessor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eGuangzhou University of Physical Education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSports Communication Studies\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4th Expert\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eprofessor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eQufu Normal University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eDigital Media Art\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5th Expert\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eassociate professor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eQufu Normal University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCommunication studies\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6th Expert\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eprofessor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eQufu Normal University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eSports Humanities\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7th Expert\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eprofessor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eShandong University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eInternet and New Media\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8th Expert\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eassociate professor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eShandong University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCommunication studies\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9th Expert\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eassociate professor\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eShandong University\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eHealth promotion\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThrough preliminary literature review and reading, the questionnaire dimensions were determined based on previous relevant research. During the survey implementation phase, participants were identified for semi-structured interviews. After organising the interview results, the themes and concepts were further refined to finalise the open-ended questionnaire. The open-ended questionnaire was distributed offline, and the collected questionnaires were organised and summarised to determine the preliminary test questions. These were then submitted to professionals in communication studies and sports science for evaluation, followed by further revisions to finalise the preliminary test questionnaire, as detailed in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. The preliminary test questionnaire was distributed, and after collection, the questions were edited according to the standard procedures for questionnaire development to create the final questionnaire.\u003c/p\u003e\u003c/div\u003e"},{"header":"3 Methodology","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e3.1 Literature Review Method\u003c/h2\u003e\u003cp\u003eThis paper uses keywords such as \u0026lsquo;social media sports content production,\u0026rsquo; \u0026lsquo;social media,\u0026rsquo; \u0026lsquo;social media interaction,\u0026rsquo; and \u0026lsquo;sports content production\u0026rsquo; to conduct Chinese literature searches through databases such as China National Knowledge Infrastructure (CNKI), Wanfang, and VIP; it also uses keywords such as \u0026lsquo;Social Media,\u0026rsquo; \u0026lsquo;PGC,\u0026rsquo; \u0026lsquo;UGC,\u0026rsquo; and \u0026lsquo;PUGC\u0026rsquo; to conduct literature searches through foreign databases such as PubMed, EBSCO, Elsevier, Web of Science, and PQDD. Additionally, the author utilised the school library's resources to search for and review books and other literature.\u003c/p\u003e\u003cp\u003eBy reviewing journal articles, theses, monographs, and other types of resources related to this study, we gained an understanding of the current state of research on social media content production, including the quantification of \u0026lsquo;content production\u0026rsquo; and the development of relevant questionnaires. This provided insights and references for the development of the \u0026lsquo;Social Media Sports Content Production Questionnaire\u0026rsquo; used in this study.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e3.2 Interview Method\u003c/h2\u003e\u003cdiv id=\"Sec8\" class=\"Section3\"\u003e\u003ch2\u003e3.2.1 Interview Sample\u003c/h2\u003e\u003cp\u003eFifteen participants (M\u0026thinsp;=\u0026thinsp;16.04 years old, SD\u0026thinsp;=\u0026thinsp;1.53 years old) who were representative of the sample were selected for interviews. Among them, there were 8 males and 7 females.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section3\"\u003e\u003ch2\u003e3.2.2 Semi-structured interviews\u003c/h2\u003e\u003cp\u003e Before the interview began, participants were informed of the interview duration, recording, and confidentiality matters. The interview was conducted according to the outline, lasting approximately 40 minutes, with the entire process recorded. The interview outline is provided in the appendix. A total of 15 interview subjects were selected for this interview, and the interview recordings were transcribed into text, amounting to approximately 20,000 words. Based on the interview results, it was determined that adolescents frequently use social media platforms such as QQ, WeChat, and Weibo to connect with others in their daily lives. In terms of social media content production related to sports, this can be divided into User-Generated Content (UGC) and Professional-Generated Content (PGC). In the UGC category, individuals share their exercise routines on these platforms, primarily through photos, videos, and inspirational captions. Interaction with others primarily occurs through QQ and WeChat chats, or by liking and commenting on posts in WeChat Moments. In terms of PGC, adolescents actively seek professional guidance, such as browsing videos and articles posted by sports bloggers on social media or using professional sports apps. The interview outline is shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eInterview Outline\u003c/span\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDimension\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTitle\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eUser content production\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1.Do you connect with others through social media?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2. What social media app do you use most frequently in your daily life?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3. How often do you exercise each week, and how long does each session last? Please provide a brief description.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4. After completing exercise, do you seek social support on social media? Please briefly describe.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eExpert content production\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5. In your daily life, how do you usually collect sports-related information?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e6. What is your opinion of sports bloggers or content creators on social media? Briefly explain your reasoning.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7. When you encounter bottlenecks or difficulties in your exercise routine, do you actively seek help from professionals or use professional software?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e8. Have you ever paid for professional help out of your own pocket? Please briefly describe your experience.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e3.3 Open-ended survey\u003c/h2\u003e\u003cdiv id=\"Sec11\" class=\"Section3\"\u003e\u003ch2\u003e3.3.1 Open-ended questionnaire sample\u003c/h2\u003e\u003cp\u003eA survey was conducted on students from a certain secondary school in Tai'an City, aged between 10 and 19 (M\u0026thinsp;=\u0026thinsp;17.04 years, SD\u0026thinsp;=\u0026thinsp;1.24 years), with a total of 150 participants, including 62 males and 88 females.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section3\"\u003e\u003ch2\u003e3.3.2 Open-ended questionnaire survey\u003c/h2\u003e\u003cp\u003eThis open-ended questionnaire survey targeted adolescents aged 10\u0026ndash;19 to collect more comprehensive information. The outline of the open-ended questionnaire is shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e. A total of 150 open-ended questionnaires were distributed and collected offline. After excluding two questionnaires from respondents aged 19 or older and two incomplete questionnaires, 146 valid questionnaires remained, resulting in an effective response rate of 97.3%. According to the results of this open-ended questionnaire survey, individuals with regular exercise habits tend to share their exercise records and achievements on social media, primarily in the form of videos, images, and text, and provide timely feedback on others' exercise-related posts. They also have the habit of having regular exercise partners on social media. When encountering issues they cannot resolve on their own during exercise, they seek assistance from professionals or download specialised software. When watching professional instructional videos, individuals tend to aspire to become professional fitness bloggers or content creators, and are willing to invest their own funds to enhance their related knowledge.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eOutline of the open-ended questionnaire survey\u003c/span\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eQuestion number\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTitle\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDefinition of social media content production\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAccording to the definition, what are the most recent actions you have taken that involve social media content production?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAfter completing your workout, how do you record your exercise status?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eWould you pay more attention to your friends who exercise regularly? Please describe briefly.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDo you have regular exercise buddies? Please describe briefly.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHow do you acquire sports and health knowledge and skills through social media?\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIf prolonged exercise does not achieve the results you expected, what measures would you take? Please describe briefly.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eWould you purchase professional services to achieve your ideal fitness results? Please briefly describe how.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003e3.4 Questionnaire Question Development\u003c/h2\u003e\u003cp\u003eThrough interviews and open-ended questionnaire surveys, the preliminary questions for the \u0026lsquo;Social Media Sports Content Production Questionnaire\u0026rsquo; were compiled. Subsequently, the questions were submitted to professionals in the fields of communication studies, psychology, and sports science for evaluation. The evaluation criteria included whether the definitions were clear; whether there were any redundant questions; whether each question was concise and accurately reflected the theoretical framework; and whether the questions aligned with the different domains and dimensions. whether the item design covered all dimensions and factor classifications[\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Based on the feedback from experts, we carefully revised, deleted and improved the problematic items, and finally formed the first version of the questionnaire on Social Media Sports Content Production (see Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e), which contains 12 items. The questionnaire used a 5-point Likert scale (1\u0026thinsp;=\u0026thinsp;completely disagree, 5\u0026thinsp;=\u0026thinsp;completely agree), and all items were positive scoring, and no reverse scoring items were set to reduce the comprehension difficulty of the subjects and simplified the scoring process.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eQuestionnaire on Social Media Sports Content Production (Preliminary Version)\u003c/span\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDimension\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eQuestion\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003eUser content production\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1. I often share my exercise records and achievements (audio, video, pictures, text, etc.) on social media.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2. I have a regular sports team or partner on social media.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3. I often discuss sports-related issues with others on social media.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4. I often like or comment on my friends' shared exercise records and achievements.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5. I will frequently repost information related to sports.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e\u003cp\u003eExpert content production\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e6. I often receive professional sports advice and feedback on social media.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7. I will consult with friends who have many years of experience in sports.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e8. I really want to become a professional athlete.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e9. I would purchase professional services to achieve certain exercise results.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e10. I often exercise based on fitness advice provided on social media.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e11. I will use professional fitness apps to exercise.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e12. I follow some regular sports bloggers and content creators.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eSocial Media Sports Content Production Questionnaire (Final Version)\u003c/span\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDimension\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eQuestion\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003eUser content production\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1. I often share my exercise records and achievements (audio, video, pictures, text, etc.) on social media.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2. I have a regular sports team or partner on social media.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3. I often discuss sports-related issues with others on social media.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4. I often like or comment on my friends' shared exercise records and achievements.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5. I will frequently repost information related to sports.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eExpert content production\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e6. I often receive professional sports advice and feedback on social media.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7. I often exercise based on fitness advice provided on social media.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e8. I will use professional fitness apps to exercise.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e9. I follow some regular sports bloggers and content creators.\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eA questionnaire titled \u0026lsquo;Social Media Sports Content Production Questionnaire\u0026rsquo; (this is the preliminary version) was distributed to 700 students from a certain middle school in Tai'an City. The participants were aged between 10 and 19 years old (M\u0026thinsp;=\u0026thinsp;16.58 years, SD\u0026thinsp;=\u0026thinsp;1.4 years), with 364 males and 336 females. A total of 680 questionnaires were returned. After handling missing values and outliers, 672 valid questionnaires were obtained, with a valid response rate of 96%. Following item analysis and exploratory factor analysis, the remaining items underwent confirmatory factor analysis and reliability and validity testing.\u003c/p\u003e\u003cp\u003eThrough the questionnaire compilation process described above, questions were modified and added or deleted based on feedback, ultimately forming the \u0026lsquo;Social Media Sports Content Production Questionnaire\u0026rsquo; (see Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e) targeting adolescents, consisting of nine questions and two dimensions.\u003c/p\u003e\u003cp\u003e The research was reviewed and approved by Qufu Normal University,Jining,China,which confirmed that all procedures followed relevant ethical and regulatory guidelines.Written informed consent to participate in the study was obtained from all participants.\u003c/p\u003e\u003c/div\u003e"},{"header":"4 Results","content":"\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Project Analysis\u003c/h2\u003e\u003cp\u003eThe 672 valid questionnaires were randomly divided into two parts, 336 questionnaires were used for exploratory factor analysis and 336 questionnaires were used for validation factor analysis. The results of the exploratory factor analysis showed that Item 7 did not reach statistical significance between the low-score group and the high-score group (t\u0026thinsp;=\u0026thinsp;2.15, p\u0026thinsp;=\u0026thinsp;0.24). Therefore, Items 7 and 9 were removed. All remaining items (10 questions) demonstrated statistically significant differences between the low-score group and the high-score group (p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). The correlations between each item and the total score were calculated, and Item 8, which had a low total correlation (r\u0026thinsp;\u0026lt;\u0026thinsp;0.3), was removed\u003csup\u003e[10]\u003c/sup\u003e. The final 336 questionnaires were used to conduct confirmatory factor analysis on the items obtained from the last exploratory factor analysis (9 items) to observe the model fit.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Exploratory factor analysis\u003c/h2\u003e\u003cp\u003eTo optimise the measurement items for the variables, exploratory factor analysis was conducted on the nine items in the preliminary version of the Social Media Sports Content Production Questionnaire.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eKMO and Bartlett's test\u003c/span\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eKMO\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.906\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eBartlett's sphericity test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eApproximate chi-square\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e15275.026\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e36\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003ep\u003c/em\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.0001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eFirst, Bartlett's sphericity test and KMO test values were used to determine the suitability of the data for factor analysis. The results showed that KMO\u0026thinsp;=\u0026thinsp;0.906, which is greater than 0.7, and Bartlett's sphericity test value was significant (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), indicating that the questionnaire data was suitable for factor analysis (see Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eSecondly, principal component analysis was used for factor extraction, with common factors extracted based on eigenvalues greater than 1. Factor rotation was performed using oblique rotation with maximum variance for factor analysis, yielding the initial factor loading matrix (see Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e). Inappropriate items were deleted based on the following four criteria: (1) items with factor loadings close to those of two or more common factors were deleted; (2) items with only one item under a common factor were deleted; (3) Items with the maximum loading on a common factor less than 0.3 should be deleted; (4) Items with factor loadings less than 0.4 should be deleted.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eExploratory factor analysis factor loadings\u003c/span\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u003cp\u003eIngredients\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUser-generated content by young people\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eExpert content production\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUGC1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.828\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.226\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUGC2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.814\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.155\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUGC4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.794\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.235\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUGC3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.774\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.231\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUGC5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.730\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.251\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePGC1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.206\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.823\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePGC4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.233\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.815\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePGC2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.241\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.805\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePGC3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.210\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.782\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEigenvalue\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3.311\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.848\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariance percentage\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e36.791\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e31.642\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCumulative %\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e36.791\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e68.433\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eFinally, based on the above criteria, exploratory factor analysis[\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e] was conducted after each deletion, resulting in the removal of item 11, leaving a total of 9 items. Principal component analysis was performed on the remaining 9 items, identifying two common factors with eigenvalues greater than 1: UGC (items 1, 3, 5, 9, and 12) and PGC (items 2, 4, 6, and 10). The total explanatory power of the two common factors reached 68.433%, exceeding 50%, indicating that the two selected factors have good representativeness. The factor loadings are shown in the table below. The factor loadings for all measurement items are greater than 0.5, and the cross-loadings are all less than 0.4. Each item falls into the corresponding factor, indicating that the scale has good structural validity.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003e4.3 Confirmatory factor analysis\u003c/h2\u003e\u003cp\u003eIn order to further verify the fit between the actual model obtained and the conceptual model, a confirmatory factor analysis was conducted on the items obtained from the final exploratory factor analysis (9 items). The model fit was good. Details are shown in Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e and Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003e\u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eFit of the confirmatory factor model\u003c/span\u003e\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eModel fitting indicators\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOptimal standard value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStatistical value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eFit\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCMIN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026mdash;\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e113.141\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026mdash;\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026mdash;\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026mdash;\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCMIN/DF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4.352\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRMR\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.024\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGFI\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026gt;\u0026thinsp;0.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.993\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAGFI\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026gt;\u0026thinsp;0.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.988\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNFI\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026gt;\u0026thinsp;0.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.993\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIFI\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026gt;\u0026thinsp;0.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.994\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTLI\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026gt;\u0026thinsp;0.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.992\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCFI\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026gt;\u0026thinsp;0.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.994\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRMSEA\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026lt;\u0026thinsp;0.08\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.031\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGood\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e, CMIN/DF is 4.352, which is less than the standard of 5. AGFI, GFI, NFI, TLI, IFI, and CFI all meet the standard of 0.9 or above. RMR is 0.024, which is less than 0.08, and RMSEA is 0.031, which is less than 0.08. All fit indices meet general research standards, so it can be concluded that this model has good fit.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003e4.4 Reliability Analysis\u003c/h2\u003e\u003cdiv id=\"Sec19\" class=\"Section3\"\u003e\u003ch2\u003e4.4.1 Internal Consistency Reliability\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eInternal consistency reliability analysis of social media sports content production\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTitle\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCITC\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCronbach's Alpha\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eCronbach's Alpha\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003eUser-generated content by young people\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUGC1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.760\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.837\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003e0.876\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUGC2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.709\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.849\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUGC3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.693\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.853\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUGC4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.719\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.847\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUGC5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.652\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.862\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eExpert content production\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePGC1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.713\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.812\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e0.854\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePGC2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.707\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.810\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePGC3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.665\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.828\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePGC4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.714\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.806\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e, the Cronbach's Alpha coefficients for all variables exceed the standard of 0.7, indicating that the variables have good internal consistency reliability. The CITC values all exceed the standard of 0.5, indicating that the measurement items meet the research requirements. From the \u0026lsquo;Cronbach's Alpha value after deleting the item,\u0026rsquo; it can be seen that deleting any item will not cause an increase in the Cronbach's Alpha value, which also indicates that the variables have good reliability.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section3\"\u003e\u003ch2\u003e4.4.2 Retest reliability\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab10\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eRetest reliability test\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInternal consistency reliability\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;336\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.883\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRetest reliability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u003cem\u003eN\u003c/em\u003e\u0026thinsp;=\u0026thinsp;62\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.792\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eBased on the principle of voluntariness, 65 participants in the initial sample were retested three weeks later to verify the reliability of the retest, ultimately yielding 62 valid questionnaires. A normality test was conducted on the retest data, with p\u0026thinsp;\u0026gt;\u0026thinsp;0.05, indicating a normal distribution. The results of the retest reliability analysis showed a high degree of correlation between the two retest total scores (r\u0026thinsp;=\u0026thinsp;0.792). For details, see Table\u0026nbsp;\u003cspan refid=\"Tab10\" class=\"InternalRef\"\u003e10\u003c/span\u003e.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003e4.5 Validity Analysis\u003c/h2\u003e\u003cdiv id=\"Sec22\" class=\"Section3\"\u003e\u003ch2\u003e4.5.1 Content Validity\u003c/h2\u003e\u003cp\u003eThe preliminary research was conducted in a thorough manner, involving a review and summary of relevant literature, semi-structured interviews, open-ended questionnaire surveys, and group discussions. The preliminary questionnaire items were submitted to experts for evaluation, and inappropriate items were removed to ensure that the questionnaire better reflected the social media content production status of adolescents, had good representativeness, and high content validity.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\u003ch2\u003e4.5.2 Structural validity\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab11\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 11\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eStructural Validity Analysis\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUGC\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePGC\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eTotal score\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUGC\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePGC\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.514**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal score\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.861**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.879**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"4\"\u003eNote: *p\u0026thinsp;\u0026lt;\u0026thinsp;0.05, **p\u0026thinsp;\u0026lt;\u0026thinsp;0.01, ***p\u0026thinsp;\u0026lt;\u0026thinsp;0.001, the same below.\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eBy calculating the total score of the Social Media Sports Content Production Questionnaire and the correlations between the total score and each dimension, as well as the correlations between the dimensions themselves, the structural validity analysis results showed that the correlations between the dimensions (r\u0026thinsp;=\u0026thinsp;0.514) were smaller than the correlations between the dimensions and the total score (r\u0026thinsp;=\u0026thinsp;0.861, r\u0026thinsp;=\u0026thinsp;0.879), indicating that the questionnaire has good structural validity. For details, see Table\u0026nbsp;\u003cspan refid=\"Tab11\" class=\"InternalRef\"\u003e11\u003c/span\u003e.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec24\" class=\"Section3\"\u003e\u003ch2\u003e4.5.3 Convergent validity\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab12\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 12\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eResults of confirmatory factor analysis of social media sports content production\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eVariable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eQuestion\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFactor loading\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCR\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eAVE\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSocial media content production\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUser-generated content by young people\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.721\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.743\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e0.592\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eExpert or professional content production\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.815\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003eUser-generated content by young people\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUGC1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.829\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003e0.878\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e\u003cp\u003e0.590\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUGC2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.760\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUGC3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.753\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUGC4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.786\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUGC5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.707\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eExpert or professional content production\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePGC1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.790\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e0.857\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e0.601\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePGC2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.782\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePGC3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.729\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePGC4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.798\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs shown in Table\u0026nbsp;\u003cspan refid=\"Tab12\" class=\"InternalRef\"\u003e12\u003c/span\u003e, the standardised factor loadings of all measurement indicators are greater than 0.6, the composite reliability (CR) is greater than 0.7, and the average variance extracted (AVE) is greater than 0.5, indicating that all variables have good convergent validity.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"5 Discussion","content":"\u003cdiv id=\"Sec26\" class=\"Section2\"\u003e\u003ch2\u003e5.1 Characteristics of the adolescent population\u003c/h2\u003e\u003cp\u003eAdolescence is a critical stage of human development. As a unique group, adolescents are still in the process of developing their physical functions and cognitive patterns, and have not yet established stable self-management mechanisms, particularly in terms of physical exercise. Many adolescents exhibit weak motivation for independent participation and insufficient ability to plan their exercise routines[\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e]. If we can guide them to establish systematic exercise routines through social media and other methods that interest them during this stage, it will not only help them build strong bodies, but also cultivate lifelong health management skills, laying a solid foundation for their future development. Currently, the physical health of Chinese adolescents is not optimistic, with overall physical fitness being poor[\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Behavioural and lifestyle factors, as well as reduced physical activity, are direct causes[\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e].However, adolescents have a preference for new things and strong adaptability[\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e], which presents an opportunity for high-quality social media content to effectively intervene in adolescent sports health. Through user-generated and expert-generated sports content on social media, we can strengthen adolescents' intrinsic motivation to participate in physical exercise and provide guidance for scientific exercise.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec27\" class=\"Section2\"\u003e\u003ch2\u003e5.2 Development of a Questionnaire on Adolescent Social Media Sports Content Production\u003c/h2\u003e\u003cdiv id=\"Sec28\" class=\"Section3\"\u003e\u003ch2\u003e5.2.1 Intersection and Integration: The Theoretical Foundation of the \u0026lsquo;Social Media Sports Content Production Questionnaire\u0026rsquo;\u003c/h2\u003e\u003cp\u003eThe social media sports content production questionnaire developed in this study is primarily based on two layers of research findings. First, through research methods such as literature review, interviews, and open-ended surveys, the content structure of social media sports content production among adolescents was explored. Second, relevant research findings from the fields of social media and adolescent physical exercise were referenced.\u003c/p\u003e\u003cp\u003eSelf-presentation theory posits[\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]that individuals consciously manage their self-image in social environments to shape or maintain their identity. Personal perceptions of oneself often stem from others' evaluations and one's own perception of those evaluations. As social beings, positive self-presentation and self-image shaping can help individuals gain social capital within a group, a phenomenon particularly evident in sports, especially team and mass participation sports that take place within a crowd.\u003c/p\u003e\u003cp\u003eThe Uses and Gratifications Theory posits[\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] that adolescents select appropriate media based on their own goals and needs, which may include social interaction or information acquisition. Wang Luowei combined the satisfaction theory to analyse the distinct characteristics of adolescents engaged in different types of exercise regarding their social media usage habits, needs, and satisfaction levels. The study found that adolescents engaged in active exercise use video-based social media to acquire sports skills, with their satisfaction stemming from the enhancement of these skills. In contrast, adolescents engaged in passive exercise derive satisfaction from social media content that entertains them during their leisure time [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eSocial cognitive theory posits[\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e] that individual behaviour is determined by their cognitive processing of social contexts and information. Perceptions, understandings, and interpretations of objectively existing phenomena influence behavioural responses. Fiedler's research found that higher athletic performance levels among adolescent athletes are associated with increased social comparison when using social media[\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e], meaning that adolescents develop a comparative mindset toward user-generated sports media content, which increases their motivation to engage in physical exercise and improve their athletic skills, thereby enhancing their athletic performance levels. Social media has a democratic nature and also serves as a platform for adolescents to make friends and express themselves[\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. Content production emphasises bottom-up influences on adolescents' sports cognition and emotions[\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e], which helps them actively participate in sports and develop healthy self-management habits.\u003c/p\u003e\u003cp\u003eAdditionally, online social network interventions can facilitate effective behavioural change. Health education centred on WeChat can help promote the development of physical exercise habits among university students and has positive application value for improving self-body image[\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. Studies on using mobile internet to intervene in the sedentary lifestyles of students have also shown that social support provided by peers in online networks and real-time feedback on exercise physiological data significantly improve physical activity levels[\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Mobile client service programmes (APPs) that allow friends to share fitness data can promote the maintenance of fitness and healthy behaviours; customised exercise prescriptions from the internet, combined with goal monitoring and feedback, can enhance the positive intervention effects on physical activity levels[\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. These theories and research findings have gradually become reference criteria for the production of sports-related content on social media among adolescents.\u003c/p\u003e\u003cp\u003eThe cross-disciplinary nature of the content structure identified in this study is evident across different disciplines and methodologies, while its integrative nature is reflected in the commonalities observed in theories pertaining to the primary characteristics of adolescent groups or social media content production. Overall, the study encompasses nearly all aspects of the characteristics of social media sports content production. As such, the questionnaire developed in this study for adolescent social media sports content production is supported by a solid theoretical foundation.\u003c/p\u003e\u003cp\u003e\u003cb\u003e5.2.2 Starting Point and Application: The Practical Significance of the \u0026lsquo;Social Media Sports Content Production Questionnaire\u0026rsquo;\u003c/b\u003e\u003c/p\u003e\u003cp\u003eBased on the definition of content production and self-presentation theory, combined with local cultural characteristics, a two-dimensional content production framework was systematically and organically integrated to design a questionnaire suitable for studying social media sports content production among Chinese adolescents. This approach addresses the previous practice of directly transplanting foreign scales or cross-contextual measurement tools, overcoming issues related to the validity of empirical data caused by cultural background differences and contextual specificity. It also avoids the use of measurement tools from non-sports contexts, thereby mitigating measurement validity biases resulting from differences in research domain characteristics.\u003c/p\u003e\u003cp\u003eThe research results indicate that the \u0026lsquo;Social Media Sports Content Production Questionnaire\u0026rsquo; developed in this study has satisfactory reliability and validity, effectively assessing the status of social media sports content production among Chinese adolescents, and demonstrating good measurement characteristics. Future research can utilise this questionnaire to explore the factors influencing Chinese adolescents' participation in physical exercise in social media contexts, as well as the relationship between adolescents' psychological needs, behavioural motivations, and cognitive processes. This will enable an exploration from a psychological perspective of how to effectively promote the healthy physical and mental development of adolescents, providing psychological support for the cultivation of physical exercise behaviour.\u003c/p\u003e\u003cp\u003eAdditionally, this study takes a exploratory approach, starting with the promotion of physical health among adolescents, and aims to produce a comprehensive, scientific, and high-quality collection of sports and health content. The resulting assessment tool for the production of sports content on social media for adolescents reflects the current societal demands for the physical and mental health development of adolescents in the new era, while closely aligning with current developmental realities. It effectively balances the scientific rigor and practicality of the research, thereby enhancing the effectiveness and targeting of adolescent participation in physical exercise. Therefore, this measurement tool, which starts from \u0026lsquo;adolescents\u0026rsquo; and focuses on \u0026lsquo;content production,\u0026rsquo; holds significant practical significance.\u003c/p\u003e\u003cp\u003e\u003cb\u003e5.2.3 Limitations and Prospects: A Review of the Value of Research on Social Media Sports Content Production Among Adolescents\u003c/b\u003e\u003c/p\u003e\u003cp\u003eThe promotion of adolescent sports and health has been influenced by different socio-economic and cultural factors at different historical periods, necessitating the resolution of distinct issues. In the future, with the rapid development of science and technology, the promotion of adolescent sports and health presents both challenges and opportunities. Social media content production can contribute to this effort, but the following points should be noted:\u003c/p\u003e\u003cp\u003eEnsuring the quality of both user-generated content and expert-generated content is a prerequisite. Both types of content play important roles in promoting adolescent sports health. User-generated content primarily influences adolescents' sports-related emotions, while expert-generated content primarily influences their sports-related cognition. Sports cognition and sports-related emotions collectively promote sports behaviour. Due to the autonomy, freedom, and openness of content production, its quality varies greatly. Therefore, measures must be taken to ensure the quality of content production when using social media content production to promote adolescent sports health.\u003c/p\u003e\u003cp\u003eEnhancing adolescents' digital literacy is the core focus. As \u0026lsquo;digital natives,\u0026rsquo; adolescents have grown accustomed to using the internet to solve problems in their daily lives and studies. Social media content production, as a tool to promote adolescents' sports health, is neutral in itself; whether it achieves its purpose depends on the users. In the process of using social media content production to promote adolescents' sports health, adolescents are the main actors and users of the \u0026lsquo;social media content production\u0026rsquo; tool. Therefore, improving adolescents' digital literacy is the core of using social media content production to promote adolescents' sports health.\u003c/p\u003e\u003cp\u003eEnsuring the effective functioning of regulatory mechanisms across all sectors is a fundamental prerequisite. The Chinese government has long been engaged in exploring and striving to improve its governance of online content and the construction of an integrated governance system. To create a clean and healthy online environment, the policies and decisions of the Party and government serve as the cornerstone and guarantee for specific governance initiatives, representing the overarching design of the integrated online governance system. Therefore, the Party and government must enhance the modernisation of their online governance capabilities to ensure the orderly and efficient operation of the online governance system. Families, schools, businesses, and society must also take measures to leverage supervisory and regulatory functions. On one hand, they should oversee social media platforms to ensure the provision of high-quality content. On the other hand, they should monitor teenagers' reasonable, proper, and appropriate use of the internet to effectively reduce the harm caused by the internet to teenagers.\u003c/p\u003e\u003cp\u003eThis study focuses on the development of a questionnaire on social media sports content production among adolescents. Due to limitations in research capabilities and conditions, the study has certain shortcomings, and its findings are subject to limitations. Future research should expand the sample scope to other regions and groups nationwide and globally to enhance the validity of the questionnaire in other samples.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"6 Conclusions","content":"\u003cp\u003eThe \u0026lsquo;Social Media Sports Content Production Questionnaire\u0026rsquo; consists of two dimensions: user-generated content production and expert-generated content production. User-generated content production includes activities such as sharing, interacting, liking, reposting, and commenting, while expert-generated content production includes activities such as accessing professional information, providing professional feedback, and offering professional fitness advice. The questionnaire comprises a total of 9 questions, with 5 questions related to user-generated content production and 4 questions related to expert-generated content production. The questionnaire underwent exploratory factor analysis and confirmatory factor analysis, providing good internal consistency reliability, test-retest reliability, content validity, structural validity, and convergent validity in terms of data quantification. The research results show that the questionnaire has good reliability and validity and is a reliable and effective measurement tool that can be used to measure social media sports content production among adolescents.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003ch2\u003eEthics approval and consent to participate\u003c/h2\u003e\u003cp\u003e The research proposal has been approved by the Qufu Normal University.We confirmed that all experiments and methods were carried out in accordance with relevant guidelines and regulations.Prior to giving their written informed consent,all respondents were informed about the aims of the study and its anonymous and voluntary nature.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003cp\u003eAll authors declare that they have no conflict of interests.\u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e\u003cp\u003eThe authors received no funding for this work.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eConceptualization, Minmin Du and Xinchun Wang; Data curation, Minmin Du; Formal analysis, Minmin Du and Xinchun Wang; Methodology, Xinchun Wang; Project administration, Minmin Du; Software, Minmin Du; Supervision, Xinchun Wang; Validation, Xinchun Wang; Visualization, Xinchun Wang; Writing \u0026ndash; original draft, Minmin Du; Writing\u0026ndash;review \u0026amp; editing, Xinchun Wang.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets used and/or analysed during the current study available from the corresponding author on reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eJanssen, I. \u0026amp; Leblanc, A. G. Systemic review of the health benefits of physical activity and fitness in school-aged children and youth. \u003cem\u003eInt. J. Behav. Nutr. Phys. Activity\u003c/em\u003e. \u003cb\u003e7\u003c/b\u003e, 40. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1186/1479-5868-7-40\u003c/span\u003e\u003cspan address=\"10.1186/1479-5868-7-40\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2010).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eRodr\u0026iacute;guez-Serrano, Laura, I. et al. Young athletes' health knowledge system: Qualitative analysis of health learning processes in adolescent sportspersons. \u003cem\u003eScandinavian J. Med. ence Sports\u003c/em\u003e. \u003cb\u003e28\u003c/b\u003e, 1272\u0026ndash;1280. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1111/sms.13020\u003c/span\u003e\u003cspan address=\"10.1111/sms.13020\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2017).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eYang Yanguo, W., Xiaozan, K. \u0026amp; Lin Construction of a Multi-dimensional Integrated Indicator System for Promoting Physical Health Among Children and Adolescents in China. \u003cem\u003eJ. Xi'an Sports Univ.\u003c/em\u003e \u003cb\u003e39\u003c/b\u003e, 373\u0026ndash;384. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.16063/j.cnki.issn1001-747x.2022.03.015\u003c/span\u003e\u003cspan address=\"10.16063/j.cnki.issn1001-747x.2022.03.015\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2022).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHao, S. et al. The Mechanism of Social Media's Influence on Adolescents' Physical Activity Behaviour: A Mixed-Methods Study. \u003cem\u003eJ. Chengdu Univ. Phys. Educ.\u003c/em\u003e \u003cb\u003e50\u003c/b\u003e, 109\u0026ndash;120. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.15942/j.jcsu.2024.05.013\u003c/span\u003e\u003cspan address=\"10.15942/j.jcsu.2024.05.013\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2024).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLee,Martin, J. et al. The Measurement of Values in Youth Sport: Development of the Youth Sport Values Questionnaire. \u003cem\u003eJournal Sport \u0026amp; Exerc. Psychology\u003c/em\u003e, (2000).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKaplan, A. \u0026amp; Haenlein, M. Users of the World, Unite! The Challenges and Opportunities of Social Media. \u003cem\u003eBus. Horiz.\u003c/em\u003e \u003cb\u003e53\u003c/b\u003e, 59\u0026ndash;68 (2010).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLi, X. L., Johnston, K. A. \u0026amp; Feng, J. Virtual community engagement: Engaging virtual communities for nation branding through sports. \u003cem\u003ePublic. Relations Rev.\u003c/em\u003e \u003cb\u003e50\u003c/b\u003e, 13. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1016/j.pubrev.2024.102440\u003c/span\u003e\u003cspan address=\"10.1016/j.pubrev.2024.102440\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2024).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eXie Xinnan, Z. et al. Network analysis of adolescent depressive disorders and multiple psychological and behavioural problems. \u003cem\u003eJ. Shandong Univ. (Medical Edition)\u003c/em\u003e. \u003cb\u003e62\u003c/b\u003e, 49\u0026ndash;58 (2024).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWang Fuyun, L., Zhiqiang, Q. \u0026amp; Qiw\u0026eacute;n Development of a self-reflection questionnaire for Chinese adults. \u003cem\u003eChin. J. Clin. Psychol.\u003c/em\u003e \u003cb\u003e28\u003c/b\u003e, 465\u0026ndash;470. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.16128/j.cnki.1005-3611.2020.03.007\u003c/span\u003e\u003cspan address=\"10.16128/j.cnki.1005-3611.2020.03.007\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2020).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eHan Yang, Y. et al. Preliminary Development of a Positive Mental Health Scale for Secondary School Students. \u003cem\u003eJ. Peking Univ. (Natural Sci. Edition)\u003c/em\u003e. \u003cb\u003e61\u003c/b\u003e, 166\u0026ndash;172. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.13209/j.0479-8023.2024.078\u003c/span\u003e\u003cspan address=\"10.13209/j.0479-8023.2024.078\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2025).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eShenli, P. Validity and reliability testing of the Chinese version of the Adolescent Mental Health Literacy Scale among secondary school students. \u003cem\u003eChin. J. Clin. Psychol.\u003c/em\u003e \u003cb\u003e32\u003c/b\u003e, 865\u0026ndash;869. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.16128/j.cnki.1005-3611.2024.04.026\u003c/span\u003e\u003cspan address=\"10.16128/j.cnki.1005-3611.2024.04.026\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2024).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWang Jingxian, Y. Development of the Adolescent Physical Fitness Exercise Basic Psychological Needs Satisfaction Scale and Norms. \u003cem\u003eJ. Xi'an Sports Univ.\u003c/em\u003e \u003cb\u003e36\u003c/b\u003e, 333\u0026ndash;341. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.16063/j.cnki.issn1001-747x.2019.03.013\u003c/span\u003e\u003cspan address=\"10.16063/j.cnki.issn1001-747x.2019.03.013\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2019).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLi Yanlong, C. F. The Actual Dilemma and Ideal Pathway for Retired Athletes Transitioning to School Coaches from the Perspective of Field Theory. \u003cem\u003eJ. Guangzhou Inst. Phys. Educ.\u003c/em\u003e \u003cb\u003e44\u003c/b\u003e, 9\u0026ndash;16. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.13830/j.cnki.cn44-1129/g8.2024.05.002\u003c/span\u003e\u003cspan address=\"10.13830/j.cnki.cn44-1129/g8.2024.05.002\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2024).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eChen, J. et al. The Correlation Between Physical Fitness Index and Psychological Sub-Health Among Chinese Adolescents. \u003cem\u003eChin. School Health\u003c/em\u003e. \u003cb\u003e42\u003c/b\u003e, 18\u0026ndash;22. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.16835/j.cnki.1000-9817.2021.01.005\u003c/span\u003e\u003cspan address=\"10.16835/j.cnki.1000-9817.2021.01.005\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2021).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eZhang Mingxin, W. \u0026amp; Qiaoyun Active Seeking or Accidental Exposure: The Impact of Social Media Use on Adolescents' Offline and Online Political Participation. \u003cem\u003eMod. Communication (Journal Communication Univ. China)\u003c/em\u003e. \u003cb\u003e46\u003c/b\u003e, 74\u0026ndash;83. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.19997/j.cnki.xdcb.2024.01.013\u003c/span\u003e\u003cspan address=\"10.19997/j.cnki.xdcb.2024.01.013\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2024).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eDismuke, A. N. \u0026amp; Pond, R. S. Increasing efficacy to reduce state anxiety: An application of the self-presentation theory of social anxiety. \u003cem\u003eJ. Social Clin. Psychol.\u003c/em\u003e \u003cb\u003e43\u003c/b\u003e, 445. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1521/jscp.2024.43.5.445\u003c/span\u003e\u003cspan address=\"10.1521/jscp.2024.43.5.445\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2024).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eLi Xueqing, F. Staying Connected\u0026rsquo;: The Impact of Social Expectations on Young People's Smartphone Addiction. \u003cem\u003eJ. Shanghai Jiao Tong Univ. (Philosophy Social Sci. Edition)\u003c/em\u003e. \u003cb\u003e33\u003c/b\u003e, 113\u0026ndash;127. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.13806/j.cnki.issn1008-7095.2025.02.009\u003c/span\u003e\u003cspan address=\"10.13806/j.cnki.issn1008-7095.2025.02.009\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2025).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eWang Luowei. A Qualitative Study on the Factors Influencing Adolescents' Exercise Behaviour in the Context of Social Media [D].(Doctoral dissertation, Shenyang Institute of Physical Education). (2023).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eChen Geng, W. H. The Generative Mechanism and Meaning Construction of Environmental Drama Immersive Experiences: A Case Study of the Yue Opera \u0026lsquo;The New Dragon Inn\u0026rsquo;. \u003cem\u003eJ. Cent. South. Univ. Nationalities (Humanities Social Sci. Edition)\u003c/em\u003e. \u003cb\u003e45\u003c/b\u003e, 1\u0026ndash;13. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.19898/j.cnki.42-1704/C.20250410.01\u003c/span\u003e\u003cspan address=\"10.19898/j.cnki.42-1704/C.20250410.01\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2025).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eFiedler, R. et al. Digital media and mental health in adolescent athletes. \u003cem\u003ePsychol. Sport Exerc.\u003c/em\u003e \u003cb\u003e67\u003c/b\u003e, 10. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1016/j.psychsport.2023.102421\u003c/span\u003e\u003cspan address=\"10.1016/j.psychsport.2023.102421\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2023).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKowalkowski, H. P. \u0026amp; Smith, A. D. R. Belonging and Social Media: Latinx Teenagers' Experiences in a YPAR Study. \u003cem\u003eSocial Media Soc.\u003c/em\u003e \u003cb\u003e11\u003c/b\u003e, 1. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1177/20563051251319577\u003c/span\u003e\u003cspan address=\"10.1177/20563051251319577\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2025).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAriel, Y. \u0026amp; Avidar Ruth. Information, Interactivity, and Social Media. \u003cem\u003eAtl. J. Communication\u003c/em\u003e. \u003cb\u003e23\u003c/b\u003e, 19\u0026ndash;30. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1080/15456870.2015.972404\u003c/span\u003e\u003cspan address=\"10.1080/15456870.2015.972404\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2015).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eGuo Lingyun, W. Evaluation of the Effectiveness of Diversified Health Education in Promoting Physical Exercise Behaviour Among University Students. \u003cem\u003eChin. School Health\u003c/em\u003e. \u003cb\u003e42\u003c/b\u003e, 50\u0026ndash;53. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.16835/j.cnki.1000-9817.2021.01.012\u003c/span\u003e\u003cspan address=\"10.16835/j.cnki.1000-9817.2021.01.012\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2021).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eNi Fangyu, Y. \u0026amp; Cuiyu, Y. M. Mechanisms and Pathways for Sports Informatisation to Support Rural Sports Development. \u003cem\u003eSports Cult. Guide\u003c/em\u003e. \u003cb\u003e11\u003c/b\u003e, 34\u0026ndash;40 (2021).\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eYang, M. \u0026amp; Meng, D. The Application of Multimedia Network Teaching Based on Big Data in Physical Education Teaching in Colleges and Universities. \u003cem\u003eAppl. Math. Nonlinear Sci.\u003c/em\u003e \u003cb\u003e9\u003c/b\u003e, 1. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.2478/amns-2024-1652\u003c/span\u003e\u003cspan address=\"10.2478/amns-2024-1652\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e (2024).\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Adolescents, Social Media, Sports Content Production, Questionnaire Design","lastPublishedDoi":"10.21203/rs.3.rs-7342603/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7342603/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eObjective\u003c/h2\u003e\u003cp\u003eTo develop a questionnaire on social media content production among adolescents and to test its reliability and validity.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eAn initial questionnaire was developed using interview and literature review methods. A total of 672 adolescents served as the initial test subjects, with 336 questionnaires undergoing item analysis and exploratory factor analysis, and the remaining 336 questionnaires undergoing confirmatory factor analysis. A reliability test was conducted using a retest questionnaire administered to 62 adolescent retest subjects.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eThe adolescent social media sports content production questionnaire comprises two dimensions\u0026mdash;user-generated content (UGC) and professional-generated content (PGC)\u0026mdash;and nine items. The results of the confirmatory factor analysis indicated that the questionnaire had good fit indices (CMIN/DF\u0026thinsp;=\u0026thinsp;4.352, RMSEA\u0026thinsp;=\u0026thinsp;0.031, RMR\u0026thinsp;=\u0026thinsp;0.024, CFI\u0026thinsp;=\u0026thinsp;0.994, TLI\u0026thinsp;=\u0026thinsp;0.992); The internal consistency of the total questionnaire reached 0.883, with Cronbach's Alpha coefficients for each dimension exceeding 0.7, and test-retest reliability at 0.792; validity analysis showed significant correlations between dimensions and between sub-dimensions and the total questionnaire.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eThe questionnaire developed in this study for assessing social media content production among adolescents demonstrates good reliability, validity, and discriminative power, and can serve as an evaluation tool for social media sports content production among adolescents.\u003c/p\u003e","manuscriptTitle":"Questionnaire Development and Validation for Adolescent Social Media Sports Content Production","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-25 11:04:25","doi":"10.21203/rs.3.rs-7342603/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-11-13T09:30:19+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-10T04:01:50+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"185649647600585898943380188850986489562","date":"2025-11-03T08:22:49+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"89667919879341153845190419074809504175","date":"2025-11-01T17:03:43+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"274702603240417148879499243042778320437","date":"2025-10-31T14:49:43+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"192088958522659392171225971414511132904","date":"2025-09-22T08:30:47+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"264456778087803620124006320514460349176","date":"2025-09-22T03:39:47+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-09-19T14:31:11+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"188416592814030445524680839537608842807","date":"2025-09-19T13:40:53+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"329254416329132181618329216427347956244","date":"2025-09-18T13:58:35+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"5246201632601100070237485694918125538","date":"2025-09-17T07:22:40+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-16T21:24:35+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-09-08T15:44:51+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-08-29T13:23:17+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-08-21T07:58:38+00:00","index":"","fulltext":""},{"type":"submitted","content":"Scientific Reports","date":"2025-08-21T07:31:47+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"scientific-reports","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"scirep","sideBox":"Learn more about [Scientific Reports](http://www.nature.com/srep/)","snPcode":"","submissionUrl":"","title":"Scientific Reports","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Scientific Reports","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d25ede36-ad1e-46d0-a725-392431f1643d","owner":[],"postedDate":"September 25th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[{"id":55219476,"name":"Health sciences/Health care"},{"id":55219477,"name":"Health sciences/Medical research"},{"id":55219478,"name":"Biological sciences/Psychology"},{"id":55219479,"name":"Social science/Psychology"}],"tags":[],"updatedAt":"2025-11-24T16:00:05+00:00","versionOfRecord":{"articleIdentity":"rs-7342603","link":"https://doi.org/10.1038/s41598-025-29737-1","journal":{"identity":"scientific-reports","isVorOnly":false,"title":"Scientific Reports"},"publishedOn":"2025-11-21 15:56:58","publishedOnDateReadable":"November 21st, 2025"},"versionCreatedAt":"2025-09-25 11:04:25","video":"","vorDoi":"10.1038/s41598-025-29737-1","vorDoiUrl":"https://doi.org/10.1038/s41598-025-29737-1","workflowStages":[]},"version":"v1","identity":"rs-7342603","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7342603","identity":"rs-7342603","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}